Grade Level: 2nd Grade
Roles:
Librarian : Sabrina Ramirez
Classroom Teacher: Pattie Nix Dr. M. Scenario:
2nd grade teacher Pattie Nix is browsing the shelves in the library looking for picture books. After a while, she approaches Mrs. Ramirez to get her assistance in finding a good picture book to use for teaching character traits.
Mrs. Nix: "Hi Mrs. Ramirez. I wonder if you could help me find a picture book to use with my students. I need to teach character traits so I need a book with colorful characters."
Mrs. Ramirez: "Hi Mrs. Nix. I know just the books for you. Are you familiar with Tacky the penguin? This is a great series for teaching charcter traits because Tacky is quite the individual. I think these would be perfect for your lesson. Let me show you where they is."
Mrs. Nix: "Thank you so much! I'm trying really hard to use more picture books in my reading lessons but I am struggling to find appropriate stories and also write effective lessons." Mrs. Ramirez: "Wow, I love it when teachers use picture books to teach reading strategies. The kids love it and the stories are so much better than using the basal. I have taught reading strategies with picture books for years. Would you like me to give you some help? Have you ever though about coteaching? I would love to come to your classroom and teach with you. I could help you find resources, write a lesson plan and even assess learning. It would actually be a great situation for both of us and your kids will get the benefit of having two educators in the room."
Mrs. Nix: "I've never actually taught with another teacher but it sounds like something I would like to try."
Mrs. Ramirez: "Do you have a minute to talk about your goals for the lesson? We could do some quick planning here and then we could set up another time to get together and plan some more."
Mrs. Nix: "Absolutely, I would love your help." Mrs. Ramirez: "So let's look at your 2nd grade standards and figure out exactly what standards we can cover in this lesson. We need to look at reading standards but don't forget about other areas such as writing and technology. As we find standards we can write them on this collaborative planning sheet. Then we can set some objectives and think about how we will assess the learning."
Mrs. Nix: "Shouldn't we figure out the lesson first?" Mrs. Ramirez: "Well we could, but it is actually better for us to start with the end in mind. You know, figure out why we are teaching this lesson before we figure out how. It's called backward planning."
Mrs. Nix: "Ok, I had reading standard 2.9.B in mind when I started looking for a book. It says that students will be able to 'describe main characters in works of fiction, including their traits, motivations, and feelings.' I thought I would start out talking about character traits and maybe later add in motivation and feelings. I was going to use the terms 'inside' and 'outside' traits to explain the difference between the physical traits of a character and the personality traits. I want students to focus on 'inside' traits.
Mrs. Ramirez: "Excellent. Let's look and see if we can find some information literacy state standards that we can also use. Along with the state standards, I can tie in the AASL information literacy standards as well. Here are some that fit nicely.
AASL Standard 2: Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
2.1 Skills
2.1.2 Organize knowledge so that it is useful
2.1.4 Use technology and other information tools to analyze and organize information
AASL Standard 3: Share knowledge and participate ethically and productively as members of our demecratic society
3.4 Self-Assessment Strategies
3.4.2 Assess the quality and effectiveness of the learning product Mrs. Ramirez: "This is great. It looks like we have our standards done and our objectives are for students to be able to name traits of a character, determine relevant evidence to support character traits, record information on a graphic organizer, and retell learning to the class."
Mrs. Nix: "I feel so much better about this lesson. How about if I take this book home and read it tonight and we can get back together tomorrow to plan the lesson?"
Mrs. Ramirez: "Sounds good to me. How about right after school?"
Mrs. Nix: "I'll meet you here!"
Mrs. Ramirez: "In addition to meeting in person, I will get the lesson plan started in Google Drive and invite you to collaborate. We can work on the graphic organizer and content together outside of the school environment."
Mrs. Nix: "Oh that's neat. I have a gmail account already but didn't know that we could work on the same document together. Thanks, I look forward to the invite. See you later!"
Brilliant scenario! Realistic and thoroughly presented. Hurry for Mrs. Ramirez being prepared for the collaborative work and for being bold. I wish ALL teachers would think to use library resources for teaching reading and I wish they were as open and willing as Mrs. Nix. Supplement 1A―Collaborative Planning Sheet
Teacher/Topic:
Nix and Ramirez
Character traits
Dates/Times:
Day 3 lesson: April 25
9:00-9:45 Content Standards and Information Literacy
Texas Essential Knowledge and Skills for English Language Arts and Reading A. Elementary 110.13. English Language Arts and Reading, Grade 2
2.9 Reading/Comprehension of Literacy Text/Fiction. Students understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand. Students are expected to:
(B) describe main characters in works of fictions, including their traits, motivations, and feelings. Be sure the focus your lesson on the drawing inferences reading comprehension strategy. 126.6. Technology Applications, Kindergarten-Grade 2, Beginning with School Year 2012-2013
(b) Knowledge and skills.
(4) Critical thinking, problem solving, and decision making. The student applies critical-thinking skills to solve problems, guide research, and evaluate projects using digital tools and resources. The student is expected to:
(D) collect, analyze, and represent data using tools such as word processing, spreadsheets, (electronic?) graphic organizers, charts, multimedia, simulations, models, and programming languages.
AASL Standard 2: Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
2.1 Skills
2.1.2 Organize knowledge so that it is useful
2.1.4 Use technology and other information tools to analyze and organize information
AASL Standard 3: Share knowledge and participate ethically and productively as members of our democratic society
3.4 Self-Assessment Strategies
3.4.2 Assess the quality and effectiveness of the learning product
Objectives:
After reading a book in the Tacky the Penguin series, students will be able to
1. Identify the main character in the text.
2. Describe traits of the main character. (Infer character traits!)
3. Locate and explain evidence to support character traits.
4. Record information on a graphic organizer.
5. Learn and use new technology (Popplet). Check your verbs with Bloom's taxonomy. Research-basedInstructional Strategies:
Read aloud
Discussion
Explicit teaching
Modeling
Literature based instruction Cooperative learning
Graphic organizer (mind mapping) Similarities and differences?
Self monitoring/assessing Please refer to Marzano's work. Only two potentially fit this criterion. Prior Knowledge:
The educators will help students make connections and activate background knowledge of character traits during the first couple of days of instruction. During lessons 1 and 2, the definition of character traits will be established. Students will have the opportunity to explore their own character traits and those of someone they all know (teacher, principal, librarian etc.). Students will understand that they can describe the principal as friendly because she always greets students by name in the hallway. This will help students relate the learning to their own lives. Together, the educators and students will also brainstorm a large list of character traits. Students will use what they have learned from lessons 1 and 2 to explore the character traits of Tacky they penguin. In your lesson motivation, be sure to clearly show the process for making inferences. Assessment Tool(s):
Educators will assess students' graphic organizers using a rubric based on state standards.
Students will assess their own work using a student friendly rubric. Good
Learning Tasks: Educator Responsible:
Review previous days' lessons and activate prior knowledge - Mrs. Ramirez
Introduce and read aloud Tacky the Penguin - Mrs. Nix
Explicitly teach how to use Popplet - Mrs. Ramirez
Monitor students during Popplet lesson - Mrs. Nix
Monitor and provide assistance to all students while groups create graphic organizer using Popplet - Mrs. Nix / Mrs. Ramirez Please review the A.4.2 rubric. It requires coteaching in the introduction/motivation as well as the presentation sections of the lesson. Be careful. You could be drifting toward cooperation rather than collaboration. Lesson Evaluation/Comments:
After the students have completed the graphic organizer they will use the student rubric to self-assess their work from the Popplet. Teacher and librarian will conference with the groups to see how they were successful or unsuccessful. This conferencing will allow time for reteaching. The two educators will also meet after the completion of the lesson unit to discuss strengths and weaknesses in the lessons. Good Resources and Materials
Internet access to Popplet to create Graphic Organizer
Copies of the Student Rubric for each student
One copy of Tacky the Penguin by Helen Lester illustrated by Lynn Munsinger
Print or digital copies of other books in the Tacky series
IPads The A.4.2 Rubric requires "rich" resources. How will you meet that criterion? One book will not do it. Questions for rubric 3.3 -My comments are on your rubric. 1. A schedule for future collaboration:
Tuesday April 2: prearranged phone call 9pm: preplanning, decide standards, lesson materials, rubrics, and assessment. Fill out planning form together.
Thursday April 4: prearranged phone call 9pm: Finalize 3.3. Finish filling out planning form
Tuesday April 9: prearranged phone call 9pm: Begin work on lesson plan template
Monday April 15: prearranged phone call 9pm: Finalize lesson plan and post to discussion board
Tuesday April 23: prearranged phone call 9pm: Review rubric together and prepare to turn in lesson plan 4.2
2. A planning form selected:
Collaborative planning form 1A
3. Strengths brought to partnership and this lesson/unit by Person A:
Sabrina has classroom reading and writing instruction in grades 1 & 4 as well as library instruction for grades pre-k throught 5th grade.
Sabrina has also taught Technology Skills to various grade levels in an elementary school.
She has experience with Popplet and also creating her own lesson plans for reading instruction.
4. Strengths brought to partnership and this lesson/unit by Person B:
Pattie has classroom reading instruction experience in grades 1, 3, and 4.
Pattie has created her own Rubrics before. and is passionate about quality reading instruction.
5. How the administrator has been informed of the collaborative planning process.
Teacher and librarian will notify administrative staff of the date and time of lesson collaboration that will take place in the library.
Teacher and librarian will send an invite to the Web 2.0 Tool that they will utilize to collaborate online.
The administrator will also be invited to attend the lesson or hear the presentations of graphic organizers by the students.
6. Relevance to students' lives:
Reading is thinking and students need to understand that being able to read means understanding and connecting to the text. Successful readers don't just decode the words, they think! Understanding this to be true, this lesson is designed to get students thinking about characters, how they might be desribed, and why. Students will learn that it is not enough to say a character is greedy, students need to think about the actions and speech of the charcter and be able to tell why they think the character is greedy. As the unit progresses, educators could also teach students how to infer a character's feelings and motives. All of these skills will help students find meaning in the text and eventually be able to evaluate and synthesize a text independently.
7. Responsibilities for gathering or creating resources:
Pattie will create a rubric for student and educator assessment.
Sabrina will create a graphic organizer.
Both partners will search for an appropriate texts to use for teaching characterization.
Both partners will use a Google Doc to write the lesson plan.
8. Instructional responsibilities during implementation for each partner or joint responsibilities:
Review previous days' lessons and activate prior knowledge - Mrs. Ramirez
Introduce and read aloud Tacky the Penguin - Mrs. Nix
Explicitly teach how to use Popplet - Mrs. Ramirez
Monitor students during Popplet lesson - Mrs. Nix
Monitor and provide assistance to all students while groups create graphic organizer using Popplet - Mrs. Nix / Mrs. Ramirez
9. Technology tools integration:
Students will use Popplet to create a graphic organizer showing character traits and evidence from the text.
10. Materials:
Projector & Screen or Interactive White Board
Teacher Computer with internet connection that is connected to the projector
Student computers or IPads with internet access
Each pair of students will need a book from the Tacky the Penguin series
Lesson Plan
Lesson Plan Communication Log
Lesson Plan Graphic Organizer Page
Lesson Plan Rubric Page
Deconstructed Lesson
Grade Level: 2nd Grade
Roles:
Librarian : Sabrina Ramirez
Classroom Teacher: Pattie Nix
Dr. M.
Scenario:
2nd grade teacher Pattie Nix is browsing the shelves in the library looking for picture books. After a while, she approaches Mrs. Ramirez to get her assistance in finding a good picture book to use for teaching character traits.
Mrs. Nix: "Hi Mrs. Ramirez. I wonder if you could help me find a picture book to use with my students. I need to teach character traits so I need a book with colorful characters."
Mrs. Ramirez: "Hi Mrs. Nix. I know just the books for you. Are you familiar with Tacky the penguin? This is a great series for teaching charcter traits because Tacky is quite the individual. I think these would be perfect for your lesson. Let me show you where they is."
Mrs. Nix: "Thank you so much! I'm trying really hard to use more picture books in my reading lessons but I am struggling to find appropriate stories and also write effective lessons."
Mrs. Ramirez: "Wow, I love it when teachers use picture books to teach reading strategies. The kids love it and the stories are so much better than using the basal. I have taught reading strategies with picture books for years. Would you like me to give you some help? Have you ever though about coteaching? I would love to come to your classroom and teach with you. I could help you find resources, write a lesson plan and even assess learning. It would actually be a great situation for both of us and your kids will get the benefit of having two educators in the room."
Mrs. Nix: "I've never actually taught with another teacher but it sounds like something I would like to try."
Mrs. Ramirez: "Do you have a minute to talk about your goals for the lesson? We could do some quick planning here and then we could set up another time to get together and plan some more."
Mrs. Nix: "Absolutely, I would love your help."
Mrs. Ramirez: "So let's look at your 2nd grade standards and figure out exactly what standards we can cover in this lesson. We need to look at reading standards but don't forget about other areas such as writing and technology. As we find standards we can write them on this collaborative planning sheet. Then we can set some objectives and think about how we will assess the learning."
Mrs. Nix: "Shouldn't we figure out the lesson first?"
Mrs. Ramirez: "Well we could, but it is actually better for us to start with the end in mind. You know, figure out why we are teaching this lesson before we figure out how. It's called backward planning."
Mrs. Nix: "Ok, I had reading standard 2.9.B in mind when I started looking for a book. It says that students will be able to 'describe main characters in works of fiction, including their traits, motivations, and feelings.' I thought I would start out talking about character traits and maybe later add in motivation and feelings. I was going to use the terms 'inside' and 'outside' traits to explain the difference between the physical traits of a character and the personality traits. I want students to focus on 'inside' traits.
Mrs. Ramirez: "Excellent. Let's look and see if we can find some information literacy state standards that we can also use. Along with the state standards, I can tie in the AASL information literacy standards as well. Here are some that fit nicely.
AASL Standard 2: Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
2.1 Skills
2.1.2 Organize knowledge so that it is useful
2.1.4 Use technology and other information tools to analyze and organize information
AASL Standard 3: Share knowledge and participate ethically and productively as members of our demecratic society
3.4 Self-Assessment Strategies
3.4.2 Assess the quality and effectiveness of the learning product
Mrs. Ramirez: "This is great. It looks like we have our standards done and our objectives are for students to be able to name traits of a character, determine relevant evidence to support character traits, record information on a graphic organizer, and retell learning to the class."
Mrs. Nix: "I feel so much better about this lesson. How about if I take this book home and read it tonight and we can get back together tomorrow to plan the lesson?"
Mrs. Ramirez: "Sounds good to me. How about right after school?"
Mrs. Nix: "I'll meet you here!"
Mrs. Ramirez: "In addition to meeting in person, I will get the lesson plan started in Google Drive and invite you to collaborate. We can work on the graphic organizer and content together outside of the school environment."
Mrs. Nix: "Oh that's neat. I have a gmail account already but didn't know that we could work on the same document together. Thanks, I look forward to the invite. See you later!"
Brilliant scenario! Realistic and thoroughly presented. Hurry for Mrs. Ramirez being prepared for the collaborative work and for being bold. I wish ALL teachers would think to use library resources for teaching reading and I wish they were as open and willing as Mrs. Nix.
Supplement 1A―Collaborative Planning Sheet
Teacher/Topic:
Nix and Ramirez
Character traits
Dates/Times:
Day 3 lesson: April 25
9:00-9:45
Content Standards and Information Literacy
Texas Essential Knowledge and Skills for English Language Arts and Reading A. Elementary
110.13. English Language Arts and Reading, Grade 2
2.9 Reading/Comprehension of Literacy Text/Fiction. Students understand, make inferences, and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand. Students are expected to:
(B) describe main characters in works of fictions, including their traits, motivations, and feelings.
Be sure the focus your lesson on the drawing inferences reading comprehension strategy.
126.6. Technology Applications, Kindergarten-Grade 2, Beginning with School Year 2012-2013
(b) Knowledge and skills.
(4) Critical thinking, problem solving, and decision making. The student applies critical-thinking skills to solve problems, guide research, and evaluate projects using digital tools and resources. The student is expected to:
(D) collect, analyze, and represent data using tools such as word processing, spreadsheets, (electronic?) graphic organizers, charts, multimedia, simulations, models, and programming languages.
AASL Standard 2: Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge
2.1 Skills
2.1.2 Organize knowledge so that it is useful
2.1.4 Use technology and other information tools to analyze and organize information
AASL Standard 3: Share knowledge and participate ethically and productively as members of our democratic society
3.4 Self-Assessment Strategies
3.4.2 Assess the quality and effectiveness of the learning product
Objectives:
After reading a book in the Tacky the Penguin series, students will be able to
1. Identify the main character in the text.
2. Describe traits of the main character. (Infer character traits!)
3. Locate and explain evidence to support character traits.
4. Record information on a graphic organizer.
5. Learn and use new technology (Popplet).
Check your verbs with Bloom's taxonomy.
Research-based Instructional Strategies:
Read aloud
Discussion
Explicit teaching
Modeling
Literature based instruction
Cooperative learning
Graphic organizer (mind mapping) Similarities and differences?
Self monitoring/assessing
Please refer to Marzano's work. Only two potentially fit this criterion.
Prior Knowledge:
The educators will help students make connections and activate background knowledge of character traits during the first couple of days of instruction. During lessons 1 and 2, the definition of character traits will be established. Students will have the opportunity to explore their own character traits and those of someone they all know (teacher, principal, librarian etc.). Students will understand that they can describe the principal as friendly because she always greets students by name in the hallway. This will help students relate the learning to their own lives. Together, the educators and students will also brainstorm a large list of character traits. Students will use what they have learned from lessons 1 and 2 to explore the character traits of Tacky they penguin.
In your lesson motivation, be sure to clearly show the process for making inferences.
Assessment Tool(s):
Educators will assess students' graphic organizers using a rubric based on state standards.
Students will assess their own work using a student friendly rubric.
Good
Learning Tasks: Educator Responsible:
Review previous days' lessons and activate prior knowledge - Mrs. Ramirez
Introduce and read aloud Tacky the Penguin - Mrs. Nix
Explicitly teach how to use Popplet - Mrs. Ramirez
Monitor students during Popplet lesson - Mrs. Nix
Monitor and provide assistance to all students while groups create graphic organizer using Popplet - Mrs. Nix / Mrs. Ramirez
Please review the A.4.2 rubric. It requires coteaching in the introduction/motivation as well as the presentation sections of the lesson. Be careful. You could be drifting toward cooperation rather than collaboration.
Lesson Evaluation/Comments:
After the students have completed the graphic organizer they will use the student rubric to self-assess their work from the Popplet. Teacher and librarian will conference with the groups to see how they were successful or unsuccessful. This conferencing will allow time for reteaching. The two educators will also meet after the completion of the lesson unit to discuss strengths and weaknesses in the lessons.
Good
Resources and Materials
Internet access to Popplet to create Graphic Organizer
Copies of the Student Rubric for each student
One copy of Tacky the Penguin by Helen Lester illustrated by Lynn Munsinger
Print or digital copies of other books in the Tacky series
IPads
The A.4.2 Rubric requires "rich" resources. How will you meet that criterion? One book will not do it.
Questions for rubric 3.3 - My comments are on your rubric.
1. A schedule for future collaboration:
Tuesday April 2: prearranged phone call 9pm: preplanning, decide standards, lesson materials, rubrics, and assessment. Fill out planning form together.
Thursday April 4: prearranged phone call 9pm: Finalize 3.3. Finish filling out planning form
Tuesday April 9: prearranged phone call 9pm: Begin work on lesson plan template
Monday April 15: prearranged phone call 9pm: Finalize lesson plan and post to discussion board
Tuesday April 23: prearranged phone call 9pm: Review rubric together and prepare to turn in lesson plan 4.2
2. A planning form selected:
Collaborative planning form 1A
3. Strengths brought to partnership and this lesson/unit by Person A:
Sabrina has classroom reading and writing instruction in grades 1 & 4 as well as library instruction for grades pre-k throught 5th grade.
Sabrina has also taught Technology Skills to various grade levels in an elementary school.
She has experience with Popplet and also creating her own lesson plans for reading instruction.
4. Strengths brought to partnership and this lesson/unit by Person B:
Pattie has classroom reading instruction experience in grades 1, 3, and 4.
Pattie has created her own Rubrics before. and is passionate about quality reading instruction.
5. How the administrator has been informed of the collaborative planning process.
Teacher and librarian will notify administrative staff of the date and time of lesson collaboration that will take place in the library.
Teacher and librarian will send an invite to the Web 2.0 Tool that they will utilize to collaborate online.
The administrator will also be invited to attend the lesson or hear the presentations of graphic organizers by the students.
6. Relevance to students' lives:
Reading is thinking and students need to understand that being able to read means understanding and connecting to the text. Successful readers don't just decode the words, they think! Understanding this to be true, this lesson is designed to get students thinking about characters, how they might be desribed, and why. Students will learn that it is not enough to say a character is greedy, students need to think about the actions and speech of the charcter and be able to tell why they think the character is greedy. As the unit progresses, educators could also teach students how to infer a character's feelings and motives. All of these skills will help students find meaning in the text and eventually be able to evaluate and synthesize a text independently.
7. Responsibilities for gathering or creating resources:
Pattie will create a rubric for student and educator assessment.
Sabrina will create a graphic organizer.
Both partners will search for an appropriate texts to use for teaching characterization.
Both partners will use a Google Doc to write the lesson plan.
8. Instructional responsibilities during implementation for each partner or joint responsibilities:
Review previous days' lessons and activate prior knowledge - Mrs. Ramirez
Introduce and read aloud Tacky the Penguin - Mrs. Nix
Explicitly teach how to use Popplet - Mrs. Ramirez
Monitor students during Popplet lesson - Mrs. Nix
Monitor and provide assistance to all students while groups create graphic organizer using Popplet - Mrs. Nix / Mrs. Ramirez
9. Technology tools integration:
Students will use Popplet to create a graphic organizer showing character traits and evidence from the text.
10. Materials:
Projector & Screen or Interactive White Board
Teacher Computer with internet connection that is connected to the projector
Student computers or IPads with internet access
Each pair of students will need a book from the Tacky the Penguin series